From the Inside Out: Virtue Shifting Across Coding as Another Language (CAL) Educators’ Personal and Professional Identities

Abstract

This study examines how educators implementing the Coding as Another Language CAL) curriculum in elementary classrooms perceive and prioritize moral virtues across personal and professional domains, and how these perceptions shape their teacher identity. Building on Identity Theory and the CAL -based Palette of Virtues framework, this study operationalizes moral identity through two constructs: virtue prominence (the centrality of a virtue within one’s perceived self-concept) and virtue salience (the stability of a virtue across contexts). Using Bers’ Palette of Virtues as both a conceptual and analytic lens, CAL educators (N= 24) reflected on the virtues characterizing their personal and professional identities, rating their perceived virtue importance in each context. Quantitative analyses revealed virtue-level shifts across roles and distinctive identity profiles for each domain. The virtues of forgiveness, patience, and fairness emerged as more prominent in professional selves, while honesty, curiosity, and gratitude decreased. Open-mindedness, generosity, optimism, and perseverance were the most salient virtues across contexts. Findings indicate that while educators’ professional identity integrates personal authenticity with social responsibility, it also reflects tensions between intrapersonal and interpersonal moral orientations. Results emphasize moral self-awareness as an essential component of professional competence, complementing disciplinary expertise. The study highlights the potential of virtue-mapping activities–such as the one facilitated by the Palette of Virtues reflection tool–as practical means for teacher training and professional development, fostering coherent moral identity and addressing longstanding challenges in teacher identity research.